Intensive ESL learners' oral English development was examined in four intact classes of approximately 100 French-speaking students aged 10–12 after a 5-month course¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 1990 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The developing oral English of approximately 100 second language learners in four intact classes was examined, using learners aged 10–12 who had received a 5-month intensive ESL course in grade 5 or grade 6 in Quebec elementary schools. → Patsy M. Lightbown and Nina Spada 1990

Evidence¶

Patsy M. Lightbown and Nina Spada 1990¶

Patsy M. Lightbown and Nina Spada. (1990). Focus-on-Form and Corrective Feedback in Communicative Language Teaching: Effects on Second Language Learning. Studies in Second Language Acquisition, Volume 12, Issue 4. https://doi.org/10.1017/S0272263100009517

q2 · i? · associational · r?

Descriptive account of the study's design as printed: oral English development of "approximately 100 second language learners (four intact classes)", native French speakers aged 10–12, after a 5-month intensive ESL course in grade 5 or 6 in Quebec. A large corpus of classroom observation data was also analyzed.

"The developing oral English of approximately 100 second language learners (four intact classes) was examined in this study. The learners were native speakers of French (aged 10–12 years) who had received a 5-month intensive ESL course in either grade 5 or grade 6 in elementary schools in Quebec."

Discussion¶

Related Claims¶

• Substantial between-class differences exist in the accuracy with which intensive ESL students use structures such as progressive -ing and adjective–noun order in noun phrases — related
• Between-class accuracy differences were not correlated with performance on listening comprehension tests — related
• Between-class differences in structural accuracy were attributed, with some evidence, to differences in teachers' form-focused instruction — related
• Comprehensible input alone is insufficient for acquisition of high levels of grammatical proficiency — related